MODULE 13 :

BRUNER'S
CONSTRUCTIVIST
THEORY
Jerome Bruner
is an American psychologist,
developed the constructivist theory of
learning.
He emphasized the importance of active
involvement in the learning process.
According to Bruner, learners construct
new ideas or concepts based on their
current knowledge
.
 MODES OF REPRESENTATION
Bruner identified three modes of representation: enactive, iconic, and symbolic.

Enactive representation
involves learning through
actions and experiences.
Iconic representation
involves learning through
images or visual aids.

Symbolic representation
involves learning through language,
symbols, and abstract concepts.
 SPIRAL CURRICULUM
Bruner proposed a "spiral curriculum" where topics are revisited multiple
times at increasing levels of complexity.

– This approach allows learners to build upon their previous understanding

and deepen their knowledge over time.

DISCOVERY LEARNING
Bruner advocated for discovery learning, where learners actively explore and
experiment to discover new knowledge.
– He believed that discovery learning promotes deeper understanding and retention
of concepts.
Jerome Bruner, a renowned psychologist, proposed a theory of instruction in 1966.
According to Bruner, a theory of instruction should address four major aspects.
1. Predisposition to Learn
– Individuals come to learning situations with unique backgrounds, interests,
and abilities.
– Instruction should consider learners' predispositions, including their prior
knowledge, experiences, and cultural background.
ound.
2 . Structure to Knowledge
– Bruner emphasized the importance of structuring knowledge in a way that
is meaningful and accessible to learners.
– He proposed the idea of a "spiral curriculum," where topics are revisited
at increasing levels of complexity.

3. Effective Sequencing
– Bruner highlighted the significance of sequencing instructional material
in a logical and progressive manner.
– Instruction should scaffold learning, starting with simpler concepts and
gradually building to more complex ideas.

4. The Nature and Pacing of Rewards and Frustrations

– Bruner argued that effective instruction involves balancing rewards
and frustrations to maintain learners' motivation and engagement.
– Instruction should provide opportunities for success while also
challenging learners to stretch their a
bilities.
 BRUNER'S KINDS OF CATEGORIES
1. Identity Categories
– Identity categories are formed based on shared defining features or
characteristics.
– Objects or concepts within an identity category share common attributes
that make them identifiable as members of the same category.
– For example, in the category of "birds," members share features such as
feathers, wings, beaks, and the ability to fly.
– Identity categories are fundamental for organizing our understanding of
the world and facilitating quick recognition and categorization.
2. Equivalent Categories
– Equivalent categories are formed based on shared functional properties
or purposes rather than shared physical attributes.
– Objects or concepts within an equivalent category serve similar
functions or fulfill similar roles in a given context.
– For example, in the category of "vehicles," cars, bicycles, and boats may
be considered equivalent because they are all used for transportation.
 BRUNER'S KINDS OF CATEGORIES
– Equivalent categories allow for flexible thinking and problem-
solving by recognizing similarities in function across different objects or
concepts.

3. Coding Systems
– Coding systems involve grouping objects or concepts based on
arbitrary or culturally determined rules or conventions.
– Objects or concepts within a coding system are organized
according to a predetermined set of criteria, such as alphabetical order,
numerical sequences, or color-coding schemes.
– For example, a coding system for organizing books in a
library may involve categorizing them by subject matter or Dewey Decimal
Classification.
– Coding systems provide a systematic framework for
organizing and retrieving information, facilitating efficient storage and
retrieval.
 Sensory Register
The first step in the IP model holds all sensory information for very
brief time

Capacity
Our mind receives a great amount of information but it is more than
what our minds can hold or perceive.
Duration
The sensory register only holds the information for an extremely brief
period- in the order of 1 to 3 seconds.
. There is a different in duration based on modality: auditory memory is
more persistent than visual.
 The Role of Attention:
To bring information into consciousness, it is
necessary that we give attention to it. Such that,
we can only perceive and remember later those
things that pass through our attention “gate”.
Getting through this attentional filter is done when
the learner is interested in the material.
Before information is perceived, it is known as
“pre-categorical” information. This means that until
that point, the learner has not established a
determination of the categorical membership of
the information
.
 Short-Term Memory (STM or
Working Memory)
Capacity
The STM can only hold 5 to 9 “chunks” of information, sometimes
described as 7+/- 2. It is called working memory because it is where new
information is temporarily placed while it is mentally processed. STM
maintains information for a limited time, until the learner has adequate
resources to process the information, or until the information is
forgotten.
Duration
Around 18 seconds or less.
. To reduce the loss of information in 18 seconds, you needs to do
maintenance rehearsal. It is using repetition to keep the information
active in STM, like when you repeat a phone number just give over and over.
 Long-Term Memory (LTM)
LTM is the final or permanent storing house for memory
information. It holds the stored information until needed again.

Capacity
LTM has unlimited capacity

Duration
Duration in the LTM is indefinite
 Executive Control Processes

involve the executive or what is referred to as

metacognitive skills. These processes guide the
flow of information through the system, help the
learner make informed decisions about how
categorize, organize or interpret information.
Example: are attention, rehearsals and
organization.
 Forgetting

the in ability to retrieve or access information when needed.

There are two main ways in which for getting likely occurs:

Decay

Information is not attended to, and eventually “fades” away.

Very prevalent in Working Memory.

Interference

New or old information “blocks” access to the information in

question.
 Methods for Increasing
Retrieval of Information
Rehearsal- This is repeating information verbatim,
. either mentally or aloud.
Meaningful Learning – This is making connection between new
. information and prior knowledge.
Organization- It is making connection among various pieces of
. information. Info that is organized efficiently
. should be recalled.
Elaboration- This is adding additional ideas to new information
. based on what one already knows. It is connecting
. new info with old to gain meaning.
 Visual Imagery- This means forming a “picture” of
the information

Generation- Things we “produce” are easier to

. remember than things we “hear”.

Context- Remembering the situation helps recover

information.

.. Personalization-It is making
the information relevant to the individual.
 Other Memory Methods
Serial Position Effect (recency and primacy)- You will remember
. the beginning and end of a “list” more readily
Part Learning- Break up the “list” or “chunk” information
. to increase memorization.
Distributed Practice- Break up learning sessions, rather
. than cramming all the info at once (Massed Practice)
Mnemonic Acid- These are memory techniques that learners
may employ to help them retain and retrieve information
. more effectively. This includes the loci technique,
. acronyms, sentence construction, peg-word and
. association techniques, among others.
 CONCLUSION
conclusion, Jerome Bruner's constructivist theory has profoundly
influenced educational practices worldwide. By recognizing the active
role of learners in the construction of knowledge, educators can
design learning experiences that cater to individual needs and promote
deeper understanding. Bruner's emphasis on discovery learning,
scaffolding, and varied modes of representation provides valuable
insights for teachers seeking to create engaging and effective learning
environments. As we continue to explore and apply Bruner's
constructivist principles, we move closer to realizing the vision of
education as a transformative journey of discovery and growth for all
learners.